Are they Stress-Free? Examining Stress among Primary School Teachers in Tanzania
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Date
2021-11-30
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Publisher
Center for Educational Policy Journal
Abstract
eachers enter the profession with enthusiasm for the new adventure.
Unfortunately, when they start working, they encounter circumstances
that give rise to stress. The present study, which used a sample of 550
participants from 50 primary schools selected from the Kisarawe district
in the Coastal Region of Tanzania, examines the extent of stress among
primary school teachers and the factors influencing stress. Overall, the
results indicate that teachers’ levels of stress range from low to moderate.
Moreover, the results from hierarchical regression analysis indicate that
factors such as sex, class size, age, career intentions and teaching subject
significantly predict teachers’ stress. The study concludes that there is
a need for the government, policymakers and school administrators to
reduce teachers’ workload. Furthermore, school administrators in particular should be supportive and should design mechanisms that could
develop a sense of collegiality among teachers in order to improve teacher-to-teacher relationships.
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Keywords
administrative support, task overload, teacher stress, teacher-to-teacher relationship, working with students